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The assessments I chose were two tools on how to determine if first grade students

could tag and travel safely and respectfully during our game called Cats in the Corner,
and the other was about fourth grade students during Volleyball and whether or not
they could display Championship attitude. Championship attitude is a list of six
characteristics defined as team first, commitment, hard work, perseverance, discipline,
and respect. Team first simply means they would show good sportsmanship (good try,
high-fives). My colleagues and I also looked for students to commit to the game,
display hard work, display perseverance and not give up if they were losing.
We administered these tests were during a chosen class period. We assessed the
first grade students on September 24th in the fall and assessed the fourth grade
students on September 26th. As one of my colleagues taught the class, either myself or
my co-resident would visually observe gameplay. We would determine whether the
students were unsatisfactory, needed improvement, were basic, or proficient at
traveling and tagging safely. The same goes for our fourth grade students and whether
or not they were unsatisfactory, needed improvement, were basic, or proficient in being
able to display championship attitude during game play.
The way we determined if a student was unsatisfactory in fourth grade during
volleyball would be that they were negative and disrespectful. Needed improvement
meant that they played, but they didnt contribute to the championship attitude, basic
was determined by the student positively cheering on students 2-3 times. Proficient
was determined by students displaying championship attitude more than three times.
The way we determined first grade students displaying unsatisfactory safe travel and
tagging were that they were unsafe all game, sliding or diving and not staying on their
feet. If they needed improvement they were not safe two to three times. If they were
basic they only made one mistake during the game. Lastly, if they were proficient they
tagged and traveled safely the whole game.
The way these assessments relate to other assessments in our classroom are that we
on a daily basis grade students on these assessments. Each day we build these points of
assessment in our lesson plans and we explain how they will be graded daily. These
assessments are not meant to trick our kids, but to build rapport and a cohesive
classroom culture as the year goes on. The information never judges students based on
skill level because in our content area, students will perform at all different skill levels,
and yes, although we want them to improve, we are there to introduce skills and sports
so that they have a basic understanding of how to play with each other and achieve
socially acceptable behavior. Therefore, it provides us with grades not based on who is
the most athletic student in our class, but who is ready to learn, respectful, hard
working, and can display championship attitude.
From these assessments I would like to discuss the reliability, validity, and
consequential validity of these assessment for my students. It terms of reliability the
tests can be defined as reliable as long as you know who your students are. You need to
be aware of students who will not follow directions, because those students tend to be
the ones whose assessment would be marked as either unsatisfactory, or needs
improvement. In regards to validity, if you were the one who is teaching the class, the
other co-worker has to be spot on while assessing students, sometimes we cant catch
or watch everything going on. However, if you know who your high-flyer students are
you should be watching and evaluating them, because the rest of the class tends to be
on task. Now, if you are the only teacher in the room and you have the job of Reffing
the students as they play, giving directions, plus assessing them through visual
observation the test might not be that reliable.
From the assessment results and observations I can interpret that our results are
beneficial. The results also help gather information that we need to re-teach. Based on
the results we had a high success rate, which lets us know that students are
understanding our teaching objectives. Students are able to not only cognitively
perform our teaching objectives but also psychomotorly as well.
When I choose Tashauna Robinson to time sample back in October the main thing I
was looking for were behavioral issues. If we look at our assessment for either first, or
fourth grade students who might not have done well on it, it tends to be the students
with behavioral problems. Therefore, when I observed Tashauna she was always ready
to learn, and she never had to be re-directed by the teacher. Looking at my data for
Tashauna based on our assessment she scored Proficient during volleyball gameplay.
Proficient meant that Tashauna displayed championship attitude more than three times
during game play.
Student persistence use of metacognitive strategies, communication/collaboration
skills, and prior learning/experiences generally affect their performance during the
assessment. Hence, if we didnt use our strategies of creating Championship Attitude
during our first unit (which was team building) than these students would not know how
to apply it during volleyball. When playing a sport, communication is key in helping
teammates. We encourage our students to always positively reinforce teammates during
game play, such as Good try, youll get it next time or high-fives. We do run into
behavioral problems when students have no prior knowledge of championship attitude. My
staff preaches this philosophy daily, and we have a lot of mobility issues within our
neighborhood which contribute to the problem. Students who transfer into Johnson might
not be used to displaying good sportsmanship at their old school, let alone be accountable
for a grade based on it either.
I believe that based on the Ripple Effect the assessment Ive used are not easily
outlined to have concrete evidence. What I would like to implement more next year on my
would be interim assessments. What we lack in providing for our students at Johnson
would be what AUSL calls brain to paper. The ironic thing is, I know my students have the
knowledge, and the skill to succeed if we created more paper based assessments. Our exit
tickets could be taken as data easily if we just stopped class a few minutes early, made sure
students were in their gym spots, then handed out a piece of paper/pencil and simply just
have them write todays lesson objectives. This adjustment could be implemented if
everyone on my team was on board with it. Eventually, if we started with small data
assessments we could work our way to summative assessments and provide more data
within Chicago Public Schools.
Hence, I know my students can provide the knowledge needed for a volleyball,
football, or basketball skill. I know that these kids are starting to understand our fitness
components of Physical Education too. The blessing and curse you could say is that we
dont provide hard copy data of it. Our class is geared towards Physical Activity. Therefore,
the struggle is when can we administer assessments without taking away from our main
goal. When can we fit into the schedule less of a hands on learning experience and more
brain to paper.
As I was collecting data for this paper I realized I just dont have a quality
assessment. I hate to put it that way, but its mostly assessments through our own
observation. When reading through Bambrick-Santoyo I got to the part titled The Building
Blocks of Effective Assessment which were: assessments must be the starting point,
assessments must be transparent, assessments must be common, and assessments must be
interim. Now, looking back on the assessments that I pulled for the first and fourth grade, I
would be confused on if it met any of those listed. Reading about the five core drivers
needed in assessment, again, I feel as if the assessments so far at Johnson in Physical
Education have not been met.
I would like to stress the fact that being a special how hard it is to design
assessments that will not take up too much instructional time. We have so many outside
factors when it comes to the students skills. Some outside factors include scheduling,
students IEP, and students writing/reading level. Therefore, how do we make
accommodations for these students without stealing away their physical activity time,
especially if we only see a class once a week for sixty minutes. Although, I will say that we
do a great job of aligning our instructional skills back to the content expectations, and
students do know they are being assess based on Championship Attitude.
Now, in my past one interim assessment that worked extremely well to provide data
was our Fitnessgram testing. The district I was working in we would atleast test each
student once a marking period. The best part of this test, its physical activity! This way
students are not losing time being less active, they are getting tested to figure out what
fitness level they are at. Fitnessgram is based on ages, and genders categories to test in.
There are a series of tests regarding your cardiovascular strength (speed, agility), muscular
endurance/strength, and flexibility. So, we have a pacer or beep test, a shuttle test, sit
and reach, curls ups and push ups. Then students record how many they perform, and next
they will be able to look at a national average for their age and gender to compare to see if
they are determined physically fit or not. Based on this assessment the results help us
curve our teaching to see where we need to make gains with either our girls or boys. The
assessment was specialized based on our students own personal best.
I read a lot of helpful information in the chapter titled Overcoming Obstacles
regarding poor district assessments, or just the fact interim assessments are not provided
in my content area. This information outlined helped me realize that my assessment was
still valid. Overcoming Obstacles says that you can build a supplemental assessment to
give alongside the district assessment that fills in the gaps of all the standards not covered.
Also, the part I believe my team has done is de-emphasize the district assessments
completely, and use an alternative set of interim assessments.
Some formal assessments I could implement would be to hold students accountable
for their exit ticket at the end of the day. We could actually have them write up their exit
ticket and hand it in instead of the teacher just asking one student to repeat our lesson
objectives orally at the end of class. That way of facilitating will help students to engage
themselves more.
Now, informal assessments we already do a lot of. We have students grade
themselves with thumbs up, thumbs down if they displayed championship attitude today.
We have students share out how they demonstrated championship attitude with examples
from the day. We also have students share our expectations are during the game, and use a
quick check for understanding informally to make sure students know what to do. These
are all helpful ways to monitor student progress in learning.
This week my co-resident is testing our kids in the mile test, and also curl ups and
sit ups. This is the first time we are testing our students to gather data based on fitness
performance. I would have liked to use the results from this, but he will not have all the
data collected.
My mentor likes to test his students in the mile run, push-ups, and sit-ups at least at
the beginning and the end of the year. Ideally he would like to do more testing but there are
a lot of units to cover during the year. Overall, I think what my staff and I learned was that
students can display good sportsmanship throughout our assessment for fourth grade. For
first grade we learned that our students can travel and tag safely. Although these are not
fitness data results they are important concepts to incorporate daily because without
either of them our classroom would be chaos and in-effective.


Wells-First Grade, Tagging Activities-Cats in the Corner
Student Name Unsatisfactory Needs
Basic Proficient
R. Ball

Stopped unsafe

B. Beamon

R. Benson

D. Boykin

B. Brown

D. Bryant

Z. Calderson


G. Cooper

Stopped unsafe

A. Dailey

T. Funches

J. Gordon

C. Harris

A. Hodges

B. James

M. King

Stopped unsafe

C. McConnell

Stopped unsafe

D. Porter

Stopped unsafe

L. Rocquemore Push

C. Street

Maxey-Fourth Grade, Volleyball

Student Name Unsatisfactory Needs
Basic Proficient
Ameer A.

Alfonso D.

Chanel E.

Shamiya F.

Sharod G.

Samuel H.

Marcus J. Making fun of
teacher while
officiating the

Kaniya L.

Brandon D. Making fun of

Jamesha S.

Marion S.

Adonis T.

Jimmy T. Disrespectful

Marshae W.

Tyren W.

Gianni R.

Deville B.